[Federal Register Volume 89, Number 93 (Monday, May 13, 2024)]
[Notices]
[Pages 41409-41422]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-09876]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Comprehensive Centers Program

AGENCY: Office of Elementary and Secondary Education, Department of 
Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2024 for the 
Comprehensive Centers (CC) Program, Assistance Listing Number 84.283B. 
This notice relates to the approved information collection under OMB 
control number 1894-0006.

DATES: 
    Applications Available: May 16, 2024.
    Deadline for Notice of Intent to Apply: June 7, 2024. Potential 
applicants are strongly encouraged to notify the Department of their 
intent to apply to support us in planning for a more efficient review 
of applications. Notification is optional and non-binding. For more 
information see Section IV: Application and Submission Information.
    Deadline for Transmittal of Applications: June 24, 2024.
    Deadline for Intergovernmental Review: August 22, 2024.
    Pre-Application Webinar Information: No later than May 30, 2024, 
the Department will begin holding webinars to provide technical 
assistance to interested applicants on key application-related topics. 
Interested applicants are strongly encouraged to participate or review 
the accompanying materials available online. Updated information can be 
found on the Comprehensive Center website at https://oese.ed.gov/offices/office-of-formula-grants/program-and-grantee-support-services/comprehensive-centers-program/. Recordings of all webinars will be 
available on the Comprehensive Center website following the sessions.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on December 7, 2022 (87 FR 75045), and available at 
https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.

FOR FURTHER INFORMATION CONTACT: Dr. Michelle Daley, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 4B112, Washington, DC 20202-
5970. Telephone: (202) 987-1057. Email: 
[email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The Comprehensive Centers Program supports the 
establishment of Comprehensive Centers to provide capacity-building 
services to State educational agencies (SEAs), regional educational 
agencies (REAs), local educational agencies (LEAs), and schools that 
improve educational opportunities and outcomes, close achievement gaps, 
and improve the quality of instruction for all students, and 
particularly for groups of students with the greatest need, including 
students from low-income families and students attending schools

[[Page 41410]]

implementing comprehensive support and improvement or targeted or 
additional targeted support and improvement activities under section 
1111(d) of the Elementary and Secondary Education Act of 1965, as 
amended (ESEA).
    Background: We have published elsewhere in this issue of the 
Federal Register a notice of final priorities, requirements, 
definitions, and selection criteria (NFP) for use in this and future 
Comprehensive Center Program competitions. In developing priorities for 
this program, the Department consulted with education stakeholders, 
including through Regional Advisory Committees (RACs) established under 
section 206 of the Educational Technical Assistance Act of 2002 (ETAA), 
Tribes, chief State school officers, chief executive officers of 
States, and Regional Educational Laboratory (REL) governing boards. 
Additionally, the Department received public comment on a notice of 
proposed priorities, requirements, definitions, and selection criteria 
for this program published in the Federal Register on January 23, 2024 
(89 FR 4228).
    The Department designed the priorities, requirements, definitions, 
and selection criteria for the Comprehensive Centers to support high-
quality capacity-building services to State, regional, and local 
educational agencies and schools that improve educational opportunities 
and outcomes, close opportunity and achievement gaps, and improve the 
quality of instruction for all students. The Department seeks to 
maximize the ability of the Comprehensive Centers to be flexible and 
responsive to specific State and local client needs while also 
providing leadership and focused support on issues of national 
importance to support education systems through a time of continued 
challenge and transition. This approach aligns with ``Raise the Bar: 
Lead the World'' (RTB)--the Department's call to action to all 
stakeholders to transform pre-kindergarten through postsecondary 
education and unite the field around evidence-based strategies that 
advance educational equity and excellence for all students. 
Specifically, through the absolute priorities in this competition, the 
Department will establish a network of Comprehensive Centers 
(CCNetwork) comprised of a National Comprehensive Center (National 
Center), Regional Comprehensive Centers (Regional Centers), and Content 
Centers working together to support SEAs, REAs, Tribal education 
agencies (TEAs), LEAs, and schools to address areas of national need 
and advance several key focus areas, including to assist States and 
districts in academic achievement and excellence, to offer all students 
a comprehensive and rigorous education, to eliminate the educator 
shortage, to provide every student with a pathway to multilingualism, 
and to provide schools with adequate and equitable funding.
    Priorities: This competition includes three absolute priorities and 
one competitive preference priority. Absolute Priorities 1, 2, and 3 
are from the NFP. The competitive preference priority is from the 
Administrative Priorities for Discretionary Grant Programs published in 
the Federal Register on March 9, 2020 (85 FR 13640) (Administrative 
Priorities).
    Absolute Priorities: For FY 2024 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3), we consider only applications that meet one of these 
priorities. If an applicant wishes to apply to operate more than one 
Center, the applicant must submit a separate application for each 
Center it wishes to serve. See the ``Limitation on Applications'' 
section for more information.
    These priorities are:
    Absolute Priority 1: National Comprehensive Center.
    Projects that propose to establish a National Center to (1) provide 
high-quality, high-impact technical assistance and capacity-building 
services to the Nation that are designed to improve educational 
opportunities, educator practice, and student outcomes and (2) 
coordinate the work of the CCNetwork to effectively use program 
resources to support evidence use and the implementation of evidence-
based (as defined in 34 CFR 77.1) practices to close opportunity gaps 
and improve educational outcomes, particularly accelerating academic 
achievement in math and literacy for all students, and particularly for 
groups of students with the greatest need, including students from low-
income families and students attending schools implementing 
comprehensive support and improvement or targeted or additional 
targeted support and improvement activities under section 1111(d) of 
the ESEA, in a manner that reaches and supports as many SEAs, REAs, 
TEAs, LEAs, and schools in need of services as possible.
    The National Center must design and implement an effective approach 
to providing high-quality, useful, and relevant universal, targeted, 
and, as appropriate and in partnership with Regional Centers, intensive 
capacity-building services that are likely to achieve desired recipient 
outcomes. The approach must be driven by adult learning principles and 
incorporate implementation, improvement, and systems change frameworks, 
and must promote alignment across interconnected areas of need, 
programs, and agency systems.
    The National Center must implement effective strategies for 
coordinating and collaborating with the Regional Centers and Content 
Centers to assess educational needs; coordinate common areas of support 
across Centers; communicate about the work of the CCNetwork, including 
sharing and disseminating information about CCNetwork services, tools, 
and resources to maximize the reach of the CCNetwork across clients and 
education stakeholders; coordinate with other federally funded 
providers regarding the work of the CCNetwork and help clients navigate 
available support; and support the selection, implementation, scale-up, 
and dissemination of evidence-based practices that will improve 
educational opportunities and outcomes, particularly academic 
achievement in math and literacy, and close achievement gaps for all 
students, particularly for groups of students with the greatest need, 
including students from low-income families and students attending 
schools implementing comprehensive support and improvement or targeted 
or additional targeted support and improvement activities under section 
1111(d) of the ESEA.
    Services must address: common high-leverage problems identified in 
Regional Center service plans (as outlined in the Program Requirements 
for the National Center); findings from finalized Department monitoring 
reports or audit findings; implementation challenges faced by States 
and LEAs related to teaching, learning, and development; needs of 
schools designated for improvement; needs related to closing 
opportunity and achievement gaps; needs to improve core academic 
instruction; and emerging education topics of national importance.
    The National Center must provide universal and targeted capacity-
building services that demonstrably assist SEAs, REAs, TEAs, LEAs, and 
Regional Center clients and recipients to--
    (1) Implement approved ESEA Consolidated State Plans, with 
preference given to implementing and scaling evidence-based programs, 
practices, and interventions that directly benefit entities that have 
high percentages or numbers of students from low-income families as 
referenced in

[[Page 41411]]

title I, part A of the ESEA (ESEA sec. 1113(a)(5));
    (2) Implement and scale up evidence-based programs, practices, and 
interventions that lead to the increased capacity of SEAs and LEAs to 
address the unique educational challenges and improve outcomes of 
schools implementing comprehensive support and improvement activities 
or targeted or additional targeted support and improvement activities 
as referenced in title I, part A of the ESEA (ESEA sec. 1111(d)) and 
their students;
    (3) Implement State accountability and assessment systems 
consistent with title I, part A of the ESEA (ESEA section 1111(b)-(d)), 
including the requirement for States to conduct resource allocation 
reviews under ESEA section 1111(d)(3)(A)(ii);
    (4) Implement and scale up evidence-based programs, practices, and 
interventions that improve instruction and outcomes in core academic 
subjects, including math and literacy instruction;
    (5) Address the unique educational obstacles faced by rural and 
Tribal students; and
    (6) Implement and scale up evidence-based programs, practices, and 
interventions that address other emerging education topics of national 
importance that are not being met by another federally funded technical 
assistance provider (e.g., best practices in the use of education 
technology, student support strategies promoting digital literacy and 
access, or supporting asylum seekers and newly arrived immigrant 
children and youth or migratory students and their families).
    An applicant under this priority must demonstrate how it will 
cultivate a network of national subject matter experts from a diverse 
set of perspectives or organizations to provide capacity-building 
support to Regional Centers and clients regarding the ESEA topical 
areas listed above and other emerging education issues of national 
importance.
    Absolute Priority 2: Regional Centers.
    Projects that propose to establish Regional Centers to provide 
high-quality, useful, and relevant intensive capacity-building services 
to State and local clients and recipients to assist them in selecting, 
implementing, and sustaining evidence-based programs, practices, and 
interventions that will result in improved educator practice and 
student outcomes, especially in math and literacy. The approach must be 
driven by adult learning principles and incorporate implementation, 
improvement, and systems change frameworks.
    Each Regional Center must provide high-quality, useful, and 
relevant capacity-building services that demonstrably assist clients 
and recipients in--
    (1) Carrying out Consolidated State Plans approved under the ESEA, 
with preference given to the implementation and scaling up of evidence-
based programs, practices, and interventions that directly benefit 
recipients that have high percentages or numbers of students from low-
income families as referenced in title I, part A of the ESEA (ESEA sec. 
1113(a)(5)) and recipients that are implementing comprehensive support 
and improvement activities or targeted or additional targeted support 
and improvement activities as referenced in title I, part A of the ESEA 
(ESEA sec. 1111(d)), including the requirement for States to conduct 
resource allocation reviews required under ESEA section 
1111(d)(3)(A)(ii);
    (2) Implementing, scaling up, and sustaining evidence-based 
programs, practices, or interventions that focus on key initiatives 
that lead to LEAs and schools improving student outcomes. Key 
initiatives may include implementing evidence-based practices to help 
accelerate academic achievement in math and literacy (including high-
impact tutoring, high-quality summer and after-school learning and 
enrichment, and effective interventions to reduce chronic absenteeism 
and increase student engagement), improving core academic instruction, 
implementing innovative and promising approaches to systems of high-
quality assessment (including diagnostic, formative and interim 
assessments to inform instructional design), addressing educator 
shortages (including recruitment, preparation, and retention), or 
developing aligned and integrated agency systems;
    (3) Addressing the unique educational obstacles faced by 
underserved populations, including students from low-income families, 
students of color, students living in rural areas, Tribal students, 
English learners, students in foster care, migratory children, 
immigrant children and youth, and other student populations with 
specific needs defined in the ESEA, which may include neglected, 
delinquent, and at-risk children and youth, and homeless children and 
youths; and
    (4) Improving implementation of ESEA programs including collecting 
and reporting program data and addressing corrective actions or results 
from audit findings and ESEA program monitoring, conducted by the 
Department, that are programmatic in nature, at the request of the 
client.
    Regional Centers must effectively work with the National Center and 
Content Centers, as needed, to assist clients in selecting, 
implementing, and sustaining evidence-based programs, policies, 
practices, and interventions; and must develop cost-effective 
strategies to make their services available to as many SEAs, REAs, 
TEAs, LEAs, and schools within the region in need of support as 
possible.
    Applicants must propose to operate a Regional Center in one of the 
following regions:

Region 1 (Northeast): Connecticut, Massachusetts, Maine, New Hampshire, 
New York, Rhode Island, Vermont
Region 2 (Islands): Puerto Rico, Virgin Islands
Region 3 (Mid-Atlantic): Delaware, District of Columbia, Maryland, New 
Jersey, Pennsylvania
Region 4 (Appalachia): Kentucky, Tennessee, Virginia, West Virginia
Region 5 (Southeast): Georgia, North Carolina, South Carolina
Region 6 (Gulf): Alabama, Florida, Mississippi
Region 7 (Midwest): Indiana, Michigan, Ohio, Illinois, Iowa, Minnesota, 
Wisconsin
Region 8 (Central): Colorado, Kansas, Missouri, Nebraska, North Dakota, 
South Dakota, Wyoming
Region 9 (Southwest): Arkansas, Louisiana, New Mexico, Oklahoma, Texas
Region 10 (West): Arizona, California, Nevada, Utah
Region 11 (Northwest): Alaska, Oregon, Washington, Idaho, Montana
Region 12 (Pacific 1): American Samoa, Hawaii, Republic of the Marshall 
Islands
Region 13 (Pacific 2): Commonwealth of the Northern Mariana Islands, 
Federated States of Micronesia, Guam, Palau
Region 14: Bureau of Indian Education

    Absolute Priority 3: Content Centers.
    Projects that propose to establish Content Centers to provide high-
quality, useful, and relevant targeted and universal capacity-building 
services in a designated content area of expertise to SEA, REA, TEA, 
and LEA clients designed to improve educational opportunities, educator 
practice, and student outcomes.
    Content Centers must be designed to build the capacity of 
practitioners, education system leaders, public schools serving 
preschool through 12th grades (P-12) (which may include Head Start and 
community-based preschool), LEAs, and SEAs to use evidence in the 
designated content area. Capacity-

[[Page 41412]]

building services may include, for example, developing evidence-based 
products and tools, and providing services that directly inform the use 
of evidence in a State or local policy or program or improved program 
implementation to achieve desired educational outcomes. The approach 
must be driven by adult learning principles and incorporate 
implementation, improvement, and systems change frameworks. Services 
must promote the use of the latest evidence, including research and 
data; be effectively delivered using best practices in technical 
assistance and training; and demonstrate a rationale for how they will 
result in improved recipient outcomes.
    Content Centers must support Regional Centers, as needed, with 
subject matter expertise to enhance the intensive capacity-building 
services provided by the Regional Centers or to design universal or 
targeted capacity-building services to meet identified SEA, REA, TEA, 
or LEA needs.
    Content Centers must effectively coordinate and align targeted and 
universal capacity-building services with the National Center, Regional 
Centers, and other federally funded providers, as appropriate, to 
address high-leverage problems and provide access to urgently needed 
services to build Centers' capacity to support SEAs and local clients. 
Content Centers must effectively coordinate with the National Center, 
Regional Centers, and other federally funded providers to assess 
potential client needs, avoid duplication of services, and widely 
disseminate products or tools to practitioners, education system 
leaders, and policymakers in formats that are high quality, easily 
accessible, understandable, and actionable to ensure the use of 
services by as many SEA, REA, TEA, and LEA recipients as possible.
    Applicants must propose to operate a Content Center in one of the 
following areas:
    (1) English Learners and Multilingualism. The Center on English 
Learners and Multilingualism must provide universal, targeted, and, as 
appropriate and in partnership with Regional Centers, intensive 
capacity-building services designed to support SEAs and LEAs to meet 
the needs of English learners beginning with early language acquisition 
and development, meet the needs of English learners with disabilities, 
and increase access to high-quality language programs so that they, 
along with all students, have the opportunity to become multilingual. 
The Center must also support the selection, implementation, and scale-
up of evidence-based practices, in coordination with the National 
Clearinghouse for English Language Acquisition, related to meeting the 
needs of English learners.
    (2) Early School Success: The Center for Early School Success must 
provide universal, targeted, and, as appropriate, and in partnership 
with Regional Centers, intensive capacity-building services designed to 
support SEAs and LEAs to implement comprehensive and aligned preschool 
to third-grade (PK-3) early learning systems in order to increase the 
number of children who experience success in early learning and 
achievement, including by increasing the number of children who meet 
challenging State academic standards; supporting effective transitions 
to kindergarten; partnerships with parents and families on everyday 
school attendance; and developmentally informed and evidence-based 
instructional practices in social and emotional development, early 
literacy, and math. The Center must support the selection, 
implementation, and scale-up of programs, policies, and practices, 
informed by research on child development, that can strengthen the 
quality of PK-3 learning experiences and support social, emotional, 
cognitive, and physical development.
    (3) Fiscal Equity: The Center on Fiscal Equity must provide 
universal, targeted, and, as appropriate, and in partnership with 
Regional Centers, intensive capacity-building services designed to 
support SEAs and LEAs in strengthening equitable and adequate resource 
allocation strategies, including the allocation of State and local 
resources; improving the quality and transparency of fiscal data at the 
school level; and prioritizing supports for students and communities 
with the greatest need, including schools implementing comprehensive 
support and improvement or targeted or additional targeted support and 
improvement activities under section 1111(d) of the ESEA in 
collaboration with the National Center. The Center must support the 
selection, implementation, and scale-up of evidence-based programs, 
policies, and practices that promote responsible fiscal planning and 
management, and effective and permissible uses of ESEA formula funds, 
including through combining those funds with other available and 
allowable Federal, State, and local funds (``blending and braiding'') 
and considering how ESEA funds may interact with and complement other 
Federal programs, such as IDEA, Medicaid, and Head Start to improve 
student opportunities and outcomes.
    (4) Strengthening and Supporting the Educator Workforce: The Center 
on Strengthening and Supporting the Educator Workforce must provide 
universal, targeted, and, as appropriate and in partnership with 
Regional Centers, intensive capacity-building services designed to 
support SEAs to support their LEAs, schools, and their partners (e.g., 
educator preparation programs, workforce boards, labor unions) in 
designing and scaling practices that establish and enhance high-
quality, comprehensive, evidence-based, and affordable educator 
pathways, including educator residency and Grow Your Own programs, as 
well as emerging pathways into the profession such as registered 
apprenticeship programs for teachers; and in improving educator 
diversity, recruitment, and retention. The Center must support the 
selection, implementation, and scale-up of evidence-based programs, 
policies, and practices that will support States, LEAs, and their 
partners in addressing educator shortages and providing all students 
with highly qualified educators across the P-12 continuum, including 
through increased compensation and improved working conditions; high-
quality, comprehensive, evidence-based, and affordable educator 
preparation, including educator residency and Grow Your Own programs, 
as well as emerging pathways into the profession such as registered 
apprenticeship programs for teachers; providing opportunities for 
teacher leadership and career advancement; ongoing professional 
learning throughout educators' careers, including implementing 
evidence-based strategies for effective teaching and learning; 
strengthening novice teacher induction; and supporting and diversifying 
the educator workforce, as well as other actions to improve learning 
conditions and educator well-being.
    Competitive Preference Priority: For FY 2024 and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, this priority is a competitive preference 
priority. Under 34 CFR 75.105(c)(2)(i) we award an additional 3 points 
to an application that meets this priority.
    This priority is:
    Applications From New Potential Grantees (0 or 3 points). Under 
this priority, an applicant must demonstrate that the applicant has 
never received a grant, including through membership in a group 
application submitted in accordance with 34 CFR 75.127-75.129,

[[Page 41413]]

under the program from which it seeks funds.
    Requirements: For FY 2024 and any subsequent year in which we make 
awards from the list of unfunded applications from this competition, 
the following program requirements and application requirements apply. 
These requirements are from the NFP.
    Program Requirements: Grantees must meet the following program 
requirements.
    Program Requirements for All Centers: National, Regional, and 
Content Center grantees under this program must:
    (1) Develop service plans annually for carrying out the technical 
assistance and capacity-building activities to be delivered by the 
Center in response to educational challenges facing students, 
practitioners, and education system leaders. Plans must include: High-
leverage problems to be addressed, including identified client needs, 
capacity-building services to be delivered, time-based outcomes (i.e., 
short-term, mid-term, long-term), responsible personnel, key technical 
assistance partners, milestones, outputs, dissemination plans, fidelity 
measures, if appropriate, and any other elements specified by the 
Department. The annual service plans must be an update to the Center's 
five-year plan submitted as part of the initial grant application and 
account for changes in client needs.
    (2) Develop and implement capacity-building services, including 
tools and resources, in partnership with State and local clients and 
recipients to reflect and address specific client needs and contexts 
and promote sustainable evidence utilization to address identified 
educational challenges.
    (3) Develop and implement an effective performance management and 
evaluation system that integrates continuous improvement to promote 
effective achievement of client outcomes. The system must include 
methods to measure and monitor progress towards agreed upon outcomes, 
outputs, and milestones and to measure the reach, use, and impact of 
the services being delivered to ensure capacity-building services are 
implemented as intended, reaching intended clients and recipients, and 
achieving desired results. Progress monitoring must include periodic 
assessment of client satisfaction and timely identification of changes 
in State contexts that may impact the project's success. The 
performance management system must include strategies to report on 
defined program performance measures.
    (4) Develop and implement a stakeholder engagement system to 
regularly communicate, engage, and coordinate, using feedback to inform 
improvement, across organizational levels (Federal, State, and local), 
and facilitate regular engagement of stakeholders involved in or 
affected by proposed services. This system must provide regular and 
ongoing opportunities for outreach activities (e.g., ongoing promotion 
of services and products to potential and current recipients, 
particularly at the local level) and regular opportunities for 
engagement with potential beneficiaries or participants involved in or 
impacted by proposed school improvement activities (e.g., students, 
parents, educators, administrators, Tribal leaders) to ensure services 
reflect their needs.
    (5) Develop and implement a high-quality personnel management 
system to efficiently obtain and retain the services of nationally 
recognized technical and content experts and other consultants with 
direct experience working with SEAs, REAs, and LEAs. The Center must 
ensure that personnel have the appropriate expertise to deliver high-
quality capacity-building services that meet client and recipient need 
and be staffed at a level sufficient for achieving the goals of its 
assigned projects and responsibilities.
    (6) Develop and implement a comprehensive communication and 
dissemination plan that includes strategies to disseminate information 
in multiple formats and mediums (e.g., evidence-based practice tool 
kits, briefs, informational webinars) including through CCNetwork 
websites, social media, and other methods as appropriate, and 
strategies to measure and monitor the use of the information it 
disseminates. The plan must include approaches to determine, at the 
outset of each project, in consultation with clients, the most 
effective modality and methodology for capturing evidence-based 
practices and lessons learned, dissemination strategies customized and 
based on needs of the targeted audience(s), and strategies to monitor 
and measure audience engagement and use of information and products of 
the Center. Centers must work with partners to disseminate products 
through networks in which the targeted audiences are most likely to 
seek or receive information, with the goal of expanding the reach of 
Centers to the largest number of recipients possible.
    (7) Identify and enter into partnership agreements with federally 
funded providers, State and national organizations, businesses, and 
industry experts, as applicable, to support States in the 
implementation and scaling-up of evidence-based programs, practices, 
and interventions, as well as reduce duplication of services and 
engagement burden to States. Where appropriate, the agreements should 
document how the partnerships might advance along a continuum to 
effectively meet program and client goals.
    (8) Within 90 days of receiving funding for an award, demonstrate 
to the Department that it has secured client and partner commitments to 
carry out proposed annual service plans.
    (9) Participate in a national evaluation of the Comprehensive 
Centers Program.
    Program Requirements for National Comprehensive Center: In addition 
to the requirements for all Centers, National Center grantees under 
this program must:
    (1) Design and implement robust needs-sensing activities and 
processes to consult with and integrate feedback from the Department, 
Regional and Content Centers, and advisory boards that surface high-
leverage problems that could be effectively addressed in developing the 
national annual service plan.
    (2) Collaborate with Regional and Content Centers to implement 
universal and targeted services for recipients to address high-leverage 
problems identified in the annual service plan. In providing targeted 
services (e.g., multi-State and cross-regional peer-to-peer exchanges 
or communities of practice on problems), the National Center must 
provide opportunities for recipients to learn from their peers and 
subject matter experts and apply evidence-based practices and must 
define tangible, achievable capacity-building outcomes for recipient 
participation. Universal services must be grounded in evidence-based 
practices, be produced in a manner that recipients are most likely to 
use, be shared via multiple digital platforms, such as the CCNetwork 
website, social media, and other channels as appropriate, and be 
relevant for a variety of education stakeholders, including the general 
public.
    (3) Develop and implement a strategy to recruit and retain a 
comprehensive cadre of national subject matter experts that includes 
qualified education practitioners, researchers, policy professionals, 
and other consultants with (1) direct experience working in or with 
SEAs, REAs, TEAs and LEAs and (2) in-depth expertise in specific 
subject areas with an understanding of State contexts available to 
support universal and targeted services of the National Center and 
intensive capacity-building services of Regional Centers. Cadre

[[Page 41414]]

experts must have a proven record of designing and implementing 
effective capacity-building services, using evidence effectively, and 
delivering quality adult learning experiences or professional 
development experiences that meet client and recipient needs and must 
have recognized subject matter expertise including publishing in peer-
reviewed journals and presenting at national conferences on the ESEA 
programs or content areas for which they are engaged as experts to 
provide universal, targeted, or intensive capacity building.
    (4) Reserve not less than one half of the annual budget to provide 
universal, targeted, and, as needed, intensive services to address 
topics 1-5 enumerated in the priority for this Center and as approved 
by the Department in the annual service plan.
    (5) Include in the communications and dissemination plan, and 
implement processes for outreach activities (e.g., regular promotion of 
services and products to clients and potential and current recipients), 
use of feedback loops across organizational levels (Federal, State, and 
local), regular engagement and coordination with the Department, 
Regional Centers, and partner organizations (e.g., federally funded 
providers), and engagement of stakeholders involved in or impacted by 
proposed school improvement activities.
    (6) Design and implement communications and dissemination vehicles 
for the CCNetwork, including maintaining the CCNetwork website with an 
easy-to-navigate design that meets government or industry recognized 
standards for accessibility, including compliance with section 504 of 
the Rehabilitation Act of 1973, and maintain a consistent media 
presence, in collaboration with Regional and Content Centers and the 
Department Communications office, that promotes increased engagement.
    (7) Develop peer learning opportunities for Regional and Content 
Center staff (and other partners, as appropriate) to address 
implementation challenges and scale effective practices to improve 
service delivery across the CCNetwork.
    (8) Collect and share information about services provided through 
the CCNetwork for the purpose of coordination, collaboration, and 
communication across Centers and other providers, including an annual 
analysis of service plans to identify and disseminate information about 
services rendered across the CCNetwork.
    (9) Ensure that the Project Director is capable of managing all 
aspects of the Center and is either staffed at 1 FTE or there are two 
Co-Project Directors each at a minimum of 0.75 FTE. The Project 
Director or Co-Project Directors and all key personnel must be able to 
provide services at the intensity, duration, and modality appropriate 
to achieving agreed-upon milestones, outputs, and outcomes described in 
annual service plans.
    (10) Reserve not less than one third of the budget to address the 
program requirements for CCNetwork coordination (requirements 5 through 
8).
    Program Requirements for Regional Centers: In addition to the 
requirements for all Centers, Regional Center grantees under this 
program must:
    (1) Actively coordinate and collaborate with the REL serving their 
region. Coordination must include annual joint need sensing in a manner 
designed to comprehensively inform service delivery across both 
programs while reducing burden on State agencies. The goals of this 
coordination and collaboration are to share, synthesize, and apply 
information, ideas, and lessons learned; to enable each type of 
provider to focus on its designated role; to ensure that work is non-
duplicative; to streamline and simplify service provision to States and 
LEAs; and to collaborate on projects to better support regional 
stakeholders.
    (2) Consult with a broad range of stakeholders, including chief 
State school officers and other SEA leaders, TEAs, LEAs, educators, 
students, and parents, and integrate their feedback in developing the 
annual service plan to reflect the needs of all States (and to the 
extent practicable, of LEAs) within the region to be served.
    (3) In developing the annual service plan, ensure services are 
provided to support students and communities with the highest needs, 
including recipients: (i) that have high percentages or numbers of 
students from low-income families as referenced in title I, part A of 
the ESEA (ESEA sec. 1113(a)(5)); (ii) that are implementing 
comprehensive support and improvement activities or targeted or 
additional targeted support and improvement activities as referenced in 
title I, part A of the ESEA (ESEA sec. 1111(d)); (iii) in rural areas; 
and (iv) serving student populations with demonstrated needs unmet or 
under-met through other Federal, State, or local interventions.
    (4) Explore and provide opportunities to connect peers within and 
across regions.
    (5) Collaborate with the National Center and Content Centers, as 
appropriate, including to support client and recipient participation in 
targeted capacity-building services, and obtain and retain the services 
of nationally recognized content experts through partnership with the 
National Center, Content Centers, or other federally funded providers.
    (6) Support the participation of Regional Center staff in CCNetwork 
peer learning opportunities, including sharing information about 
effective practices in the region, to extend the Center's reach to as 
many SEAs, REAs, TEAs, LEAs, and schools in need of services as 
possible while also learning about effective capacity-building 
approaches to enhance the Center's ability to provide high-quality 
services.
    (7) Within 90 days of receiving funding for an award, provide to 
the Department copies of partnership agreements with the REL(s) in the 
region that the Center serves and, as appropriate, other Department-
funded technical assistance providers that are charged with supporting 
comprehensive, systemic changes in States or Department-funded 
technical assistance providers with particular expertise (e.g., early 
learning or instruction for English language learners) relevant to the 
region's service plan. Partnership agreements must define processes for 
coordination and support collaboration to meet relevant program 
requirements.
    (8) Be located in the region the Center serves. The Project 
Director must be capable of managing all aspects of the Center and be 
either at a minimum of 0.75 FTE or there must be two Co-Project 
Directors each at a minimum of 0.5 FTE. The Project Director or Co-
Project Directors and key personnel must also be able to provide on-
site services at the intensity, duration, and modality appropriate to 
achieving agreed-upon milestones, outputs, and outcomes described in 
annual service plans.
    Program Requirements for Content Centers: In addition to the 
requirements for all Centers, Content Center grantees under this 
program must:
    (1) Consult and integrate feedback from the Department and National 
and Regional Centers in developing the annual service plan to inform 
high-quality tools, resources, and overall technical assistance in 
priority areas.
    (2) Collaborate with Regional Centers to address specific requests 
for assistance from States within the regions and strengthen Regional 
Center staff knowledge and expertise on the evidence base and effective 
practices within its specific content area.
    (3) Produce high-quality, universal capacity-building services, and 
identify,

[[Page 41415]]

organize, select, and translate existing key research knowledge and 
Department guidance related to the Center's content area and examples 
of workable strategies and systems for implementing provisions and 
programs that have produced positive outcomes for schools and students, 
and communicate the information in ways that are highly relevant and 
useful to State- and local-level policymakers, practitioners, and 
relevant stakeholders.
    (4) Collaborate with the National Center and Regional Centers to 
convene States and LEAs, researchers, and other experts, including 
other Federal entities and providers of technical assistance as 
identified by the Department, to learn from each other about practical 
strategies for implementing ESEA provisions and programs related to the 
Center's area of focus.
    (5) Support the participation of Content Center staff in CCNetwork 
peer learning opportunities with the goal of providing high-quality 
services while reaching as many SEAs, REAs, TEAs, LEAs, and schools in 
need of services as possible.
    (6) Within 90 days of receiving funding for an award, provide 
copies to the Department of partnership agreements with Department-
funded technical assistance providers that are charged with supporting 
comprehensive, systemic changes in States or Department-funded 
technical assistance providers with particular expertise relevant to 
the Center's content area. Partnership agreements must define processes 
for coordination and support collaboration to meet relevant program 
requirements.
    (7) The Project Director must be capable of managing all aspects of 
the Center and be either at a minimum of 0.75 FTE or there must be two 
Co-Project Directors each at a minimum of 0.5 FTE. The Project Director 
or Co-Project Directors and all key personnel must be able to provide 
services at the intensity, duration, and modality appropriate to 
achieving agreed-upon milestones, outputs, and outcomes described in 
annual service plans.
    Application Requirements: Applicants must meet the following 
application requirements.
    Application Requirements for All Centers:
    (1) Present an approach to the proposed project for operating the 
Comprehensive Center that clearly establishes the critical educational 
challenges proposed to be addressed by the Center, the impact the 
Center plans to achieve, including the proposed scope of services in 
relation to the number of SEAs, REAs, TEAs, LEAs, and, as appropriate, 
schools served, with respect to specific State and local outcomes that 
would represent significant achievement in advancing the efforts of 
State and local systems to improve educational opportunities and 
student outcomes, and proposes how the Center will efficiently and 
effectively provide appropriate capacity-building services to achieve 
the desired outcomes.
    (2) Present applicable regional, State, and local educational 
needs, including relevant data demonstrating the identified needs, and 
including the perspectives of underrepresented groups, that could be 
addressed through the proposed capacity-building approach to implement 
and scale up evidence-based programs, practices, and interventions.
    (3) Demonstrate how key personnel possess subject matter expert 
knowledge of statutory requirements, regulations, and policies related 
to ESEA programs, current education issues, and policy initiatives for 
supporting the implementation and scaling up of evidence-based 
programs, practices, and interventions.
    (4) Demonstrate expertise in providing highly relevant and highly 
effective technical assistance (e.g., that is co-designed with clients; 
demonstrably addresses authentic needs based on needs-sensing 
activities; is timely, relevant, useful, clear and measurable; and 
results in demonstrable improvements or outcomes), including by 
demonstrating expertise in the current research on adult learning 
principles, coaching, and implementation science that will drive the 
applicant's capacity-building services; how the applicant has 
successfully supported clients to achieve desired outcomes; and how the 
applicant will promote self-sufficiency and sustainability of State- 
and local-led school improvement activities.
    (5) Present a logic model (as defined in this notice) informed by 
research or evaluation findings that demonstrates a rationale (as 
defined in 34 CFR 77.1) explaining how the project is likely to improve 
or achieve relevant and expected outcomes. The logic model must 
communicate how the proposed project would achieve its expected 
outcomes (short-term, mid-term, and long-term), and provide a framework 
for both the formative and summative evaluations of the project 
consistent with the applicant's performance management plan. Include a 
description of underlying concepts, assumptions, expectations, beliefs, 
and theories, as well as the relationships and linkages among these 
variables, and any empirical support for this framework.
    (6) Present a management plan that describes the applicant's 
proposed approach to managing the project to meet all program 
requirements related to needs assessment, stakeholder engagement, 
communications and dissemination, personnel management, and 
partnerships.
    (7) Present a performance management and evaluation plan that 
describes the applicant's proposed approach to meeting the program 
requirements related to performance management, including the 
applicant's proposed strategy to report on defined program performance 
measures, and describes the criteria for determining the extent to 
which capacity-building services proposed in annual service plans were 
implemented as intended; recipient outcomes were met (short-term, 
midterm, and long-term); recipient capacity was developed; and services 
reached and were used by intended recipients.
    (8) Include in the budget a line item for an annual set-aside of 
five percent of the grant amount to support emerging needs that are 
consistent with the proposed project's intended outcomes, as those 
needs are identified in consultation with, and approved by, the OESE 
program officer. With approval from the program officer, the project 
must reallocate any remaining funds from this annual set-aside no later 
than the end of the third quarter of each budget period.
    Application Requirements for the National Center: In addition to 
meeting the application requirements for all Centers, a National Center 
applicant must:
    (1) Describe the proposed approach to leading coordination and 
collaboration of the CCNetwork, and demonstrate expertise and 
experience in leading communication and digital engagement strategies 
to attract and sustain the involvement of education stakeholders, 
including, but not limited to: implementing a robust web and social 
media presence, overseeing customer relations management, providing 
editorial support to Regional and Content Centers, and utilizing web 
analytics to improve content engagement.
    (2) Describe the proposed approach to providing targeted capacity-
building services, including how the applicant intends to collaborate 
with Regional Centers to identify potential recipients and estimate how 
many SEAs, REAs, TEAs, and LEAs it has the capacity to reach; how it 
will measure the readiness and capacity of potential recipients; and

[[Page 41416]]

how it will measure the extent to which targeted capacity-building 
services achieve intended recipient outcomes and result in increased 
recipient capacity (and specifically, increase capacity in one or more 
of the four dimensions of capacity-building).
    (3) Describe the proposed approach to universal capacity-building 
services, including how many and which recipients it plans to reach and 
how the applicant intends to: measure the extent to which products and 
services developed address common problems; support recipients in the 
selection, implementation, and monitoring of evidence-based practices; 
improve the use of evidence with regard to emerging national education 
trends; and build recipient capacity in at least one of the four 
dimensions of capacity-building.
    Application Requirements for Regional Centers: In addition to 
meeting the application requirements for all Centers, a Regional Center 
applicant must--
    (1) Describe the proposed approach to intensive capacity-building 
services, including identification of intended recipients based on 
available data in each of the content areas identified, alignment of 
proposed capacity-building services to client needs, and engagement of 
clients who may not initiate contact to request services. The applicant 
must also describe how it intends to measure the readiness of clients 
and recipients to work with the Center; co-design projects and define 
outcomes; measure and monitor client and recipient capacity across the 
four dimensions of capacity-building; and measure the outcomes achieved 
throughout and at the conclusion of a project.
    (2) Demonstrate that proposed key personnel have the appropriate 
subject matter and technical assistance expertise to deliver high-
quality, intensive services that meet client and recipient needs 
similar to those in the region to be served.
    Application Requirements for Content Centers: In addition to 
meeting the application requirements for all Centers, a Content Center 
applicant must--
    (1) Describe the proposed approach to carry out targeted capacity-
building services that increase the use of evidence-based products or 
tools regarding the designated content area amongst practitioners, 
education system leaders, elementary schools and secondary schools, 
LEAs, REAs and TEAs, and SEAs.
    (2) Describe the proposed approach to providing universal capacity-
building services, including how it will develop evidence-based 
products or tools regarding the designated content area; widely 
disseminate such products or tools to practitioners, education system 
leaders, and policymakers in formats that are high quality, easily 
accessible, understandable, and actionable; identify intended 
recipients; and align proposed capacity-building services to client 
needs.
    (3) Demonstrate that key personnel have appropriate subject matter 
and technical assistance expertise to translate evidence into high-
quality technical assistance services and products for State and local 
clients, including expertise applying adult-learning principles and 
implementation science to the delivery of technical assistance services 
and products.
    Definitions: The definitions of ``capacity-building services,'' 
``client,'' ``collaboration,'' ``coordination,'' ``educator,'' 
``English learner,'' ``four dimensions of capacity-building services,'' 
``high-leverage problem,'' ``immigrant children and youth,'' 
``intensive capacity-building services,'' ``key personnel,'' 
``migratory child,'' ``outcomes,'' ``recipient,'' ``regional 
educational agency,'' ``targeted capacity-building services,'' ``three 
tiers of capacity-building services,'' ``tribal educational agency,'' 
and ``universal capacity-building services'' are from the NFP.
    The definitions of ``milestone,'' and ``outputs'' are from the 
Notice of Final Priorities, Requirements, Definitions, and Performance 
Measures--Comprehensive Centers Program published in the Federal 
Register on April 4, 2019 (84 FR 13122) (2019 NFP).
    The definitions of ``logic model'' and ``demonstrates a rationale'' 
are from 34 CFR 77.1.
    Capacity-building services means assistance that strengthens an 
individual's or organization's ability to engage in continuous 
improvement and achieve expected outcomes.
    Client means the organization with which the Center enters into 
agreement for negotiated capacity-building services. The client is 
engaged in defining the high-leverage problems, capacity-building 
services, and time-based outcomes for each project noted in the 
Center's annual service plan. Representatives of clients include but 
are not limited to Chief State School Officers or their designees, LEA 
leaders, and other system leaders.
    Collaboration means exchanging information, altering activities, 
and sharing in the creation of ideas and resources to enhance the 
capacity of one another for mutual benefit to accomplish a common goal.
    Coordination means exchanging information, altering activities, and 
synchronizing efforts to make unique contributions to shared goals.
    Demonstrates a rationale means a key project component included in 
the project's logic model is informed by research or evaluation 
findings that suggest the project component is likely to improve 
relevant outcomes.
    Educator means an individual who is a teacher (including an early 
education teacher), principal or other school leader, administrator, 
specialized instructional support personnel (e.g., school psychologist, 
counselor, school social worker, librarian, early intervention service 
personnel), paraprofessional, faculty, and others.
    English learner means an individual who is an English learner as 
defined in section 8101(20) of the ESEA, or an individual who is an 
English language learner as defined in section 203(7) of the Workforce 
Innovation and Opportunity Act.
    Four dimensions of capacity-building services are:
    (1) Human capacity means development or improvement of individual 
knowledge, skills, technical expertise, and ability to adapt and be 
resilient to policy and leadership changes.
    (2) Organizational capacity means structures that support clear 
communication and a shared understanding of an organization's visions 
and goals, and delineated individual roles and responsibilities in 
functional areas.
    (3) Policy capacity means structures that support alignment, 
differentiation, or enactment of local, State, and Federal policies and 
initiatives.
    (4) Resource capacity means tangible materials and assets that 
support alignment and use of Federal, State, private, and local funds.
    High-leverage problems means problems that (1) if addressed could 
result in substantial improvements for groups of students with the 
greatest need, including for students from low-income families and for 
students attending schools implementing comprehensive support and 
improvement or targeted or additional targeted support and improvement 
activities under ESEA section 1111(d)); (2) are priorities for 
education policymakers, particularly at the State level; and (3) 
require intensive capacity-building services to achieve outcomes that 
address the problem.
    Immigrant children and youth have the meaning ascribed in section 
3201(5) of the ESEA.
    Intensive capacity-building services means assistance often 
provided on-site and requiring a stable, ongoing

[[Page 41417]]

relationship between the Comprehensive Center and its clients and 
recipients, as well as periodic reflection, continuous feedback, and 
use of evidence-based improvement strategies. This category of 
capacity-building services should support increased recipient capacity 
in more than one dimension of capacity-building services and result in 
medium-term and long-term outcomes at one or more system levels.
    Key personnel means any personnel considered to be essential to the 
work being performed on the project.
    Logic model (also referred to as a theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes.
    Migratory child has the meaning ascribed it in section 1309(3) of 
the ESEA.
    Milestone means an activity that must be completed. Examples 
include: Identifying key district administrators responsible for 
professional development, sharing key observations from needs 
assessment with district administrators and identified stakeholders, 
preparing a logic model, planning for State-wide professional 
development, identifying subject matter experts, and conducting train-
the-trainer sessions.
    Outcomes means demonstrable effects of receiving capacity-building 
services and must reflect the result of capacity built in at least one 
of the four dimensions of capacity building. ``Outcomes'' includes 
short-term outcomes, medium-term outcomes, and long-term outcomes:
    (1) Short-term outcomes means effects of receiving capacity-
building services after 1 year.
    (2) Medium-term outcomes means effects of receiving capacity-
building services after 2 to 3 years.
    (3) Long-term outcomes means effects of receiving capacity-building 
services after 4 or more years.
    Outputs means products and services that must be completed. 
Examples include: Needs assessment, logic model, training modules, 
evaluation plan, and 12 workshop presentations.
    Note: A product output under this program would be considered a 
deliverable under the open licensing regulations at 2 CFR 3474.20.
    Recipient means organizations including, but not limited to, SEAs, 
LEAs, REAs, TEAs, and schools that have received ``intensive'' and 
``targeted'' capacity-building services and products from Regional 
Centers, or that received ``targeted'' or ``universal'' capacity-
building services and products from the National Center or Content 
Centers.
    Regional educational agency means educational agencies that serve 
regional areas within a State.
    Targeted capacity-building services means assistance based on needs 
common to multiple clients and recipients and not extensively 
individualized. A relationship is established between the recipient(s), 
the National Center or Content Center, and Regional Center(s), as 
appropriate. This category of capacity-building services includes one-
time, labor-intensive events, such as facilitating strategic planning 
or hosting national or regional conferences. It can also include 
services that extend over a period of time, such as facilitating a 
series of conference calls, virtual or in-person meetings, or learning 
communities on single or multiple topics that are designed around the 
needs of the recipients. Facilitating communities of practice can also 
be considered targeted capacity-building services.
    Tribal educational agency has the meaning ascribed in section 
6132(b)(3) of the ESEA.
    Universal capacity-building services means assistance and 
information provided to independent users through their own initiative, 
involving minimal interaction with National or Content Center staff. 
This category of capacity-building services includes information or 
products, such as newsletters, guidebooks, policy briefs, or research 
syntheses, downloaded from the Center's website by independent users, 
and may include one-time, invited or offered webinar or conference 
presentations by National or Content Center staff. Brief communications 
or consultations by National or Content Center staff with recipients, 
either by telephone or email, are also considered universal services.
    Program Authority: Section 203 of the Educational Technical 
Assistance Act of 2002 (ETAA) (20 U.S.C. 9601 et seq.).
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474. (d) The NFP. (e) The 2019 NFP. (f) The Administrative 
Priorities.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

II. Award Information

    Type of Award: Cooperative agreement.
    Note: The details of the Department's involvement will be included 
in the Cooperative Agreement with each grantee.
    Estimated Available Funds: $46,153,544.
    The total amount of funds available for the Comprehensive Center 
program for FY 2024 is $50 million, of which we intend to use an 
estimated $46,153,544 for this competition. Of that, an estimated $6 
million will be used to fund the National Center, an estimated 
$35,153,544 will be used to fund Regional Centers, and an estimated $5 
million will be used to fund Content Centers. FY 2024 funds will 
support awards for the first budget period of the project, which is the 
first 12 months of the project period. Funding for the subsequent 
budget periods of years two through five (FY 2025 through FY 2028) is 
contingent on appropriation levels. Estimates of funding levels for FY 
2024 and subsequent budget periods are provided below, as well as the 
estimated range of awards.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in subsequent years from 
the list of unfunded applications from this competition.
    Estimated Range of Awards:
    For the National Center: $6,000,000 to $6,500,000.

National Center: $6,000,000

    For Regional Centers: $1,000,000 to $5,500,000.
    The following are the estimated annual award amounts by region. 
Applicants should propose project budgets that do not exceed the 
estimated amounts for each Center. Annual funding estimates are based 
on a funding formula that considers factors aligned to regional needs 
as outlined in section 203 of the ETAA. Regional Center awards will be 
allocated in FY 2024 and subsequent years based on the

[[Page 41418]]

established formula and may take into consideration changes in regional 
needs and the availability of funds.

Region 1 (Northeast): $2,380,489
Region 2 (Islands): $1,250,000
Region 3 (Mid-Atlantic): $1,931,528
Region 4 (Appalachia): $1,804,312
Region 5 (Southeast): $2,262,959
Region 6 (Gulf): $2,450,688
Region 7 (Midwest): $4,608,921
Region 8 (Central): $2,379,571
Region 9 (Southwest): $5,039,769
Region 10 (West): $4,487,656
Region 11 (Northwest): $3,057,651
Region 12 (Pacific 1): $1,250,000
Region 13 (Pacific 2): $1,250,000
Region 14 (Bureau of Indian Education): $1,000,000

    For Content Centers: $1,150,000 to $1,550,000.

Center on English Learners and Multilingualism: $1,150,000
Center for Early School Success: $1,150,000
Center on Fiscal Equity: $1,150,000
Center on Strengthening and Supporting the Educator Workforce: 
$1,550,000

    Estimated Number of Awards: 19. The Secretary intends to make 14 
awards to support Regional Centers to serve States within defined 
geographic boundaries; 1 award to support the National Center; and 4 
awards to support Content Centers.
    Note: The Department is not bound by any estimates in this notice.
    Note: An additional Content Center, funded in response to 2016 
appropriations language and a new authority in the ESEA, focuses on 
students at risk of not attaining full literacy skills due to a 
disability. That Center is not being awarded as part of this 
competition.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: Research organizations, institutions, 
agencies, IHEs, or partnerships among such entities, or individuals, 
with the demonstrated ability or capacity to carry out the activities 
described in this notice, including regional entities that carried out 
activities under the Educational Research, Development, Dissemination, 
and Improvement Act of 1994 (as such Act existed on the day before 
November 5, 2002) and title XIII of the Elementary and Secondary 
Education Act of 1965 (as such title existed on the day before January 
8, 2002). A group of eligible entities may apply as a consortium, in 
accordance with the requirements in 34 CFR 75.127-129.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted indirect cost rate. For more information regarding 
indirect costs, or to obtain a negotiated indirect cost rate, please 
see www2.ed.gov/about/offices/list/ocfo/intro.html.
    c. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    3. Subgrantees: Under 34 CFR 75.708(b) and (c) a grantee under this 
competition may award subgrants--to directly carry out project 
activities described in its application--to the following types of 
entities: Research organizations, institutions, agencies, IHEs, or 
partnerships among such entities, or individuals, with the demonstrated 
ability or capacity to carry out the activities described in this 
notice. The grantee may award subgrants to entities it has identified 
in an approved application.
    4. Limitation on Applications: An application must clearly respond 
to either Priority 1--National Center, Priority 2--Regional Centers, or 
Priority 3--Content Centers. If an applicant wishes to apply to operate 
more than one Center, the applicant must submit a separate application 
for each Center it wishes to serve. The Department intends to create 19 
separate funding slates, one for the National Center, one for each 
Regional Center, and one for each Content Center. The Department 
anticipates funding a single award on each funding slate.

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 7, 2022 (87 FR 75045) and available at 
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the Comprehensive 
Center Program FY 2024 competition, your application may include 
business information that you consider proprietary. In 34 CFR 5.11 we 
define ``business information'' and describe the process we use in 
determining whether any of that information is proprietary and, thus, 
protected from disclosure under Exemption 4 of the Freedom of 
Information Act (5 U.S.C. 552, as amended). Because we plan to make 
successful applications available to the public, you may wish to 
request confidentiality of business information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. Intergovernmental Review: This program competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    4. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 100 pages and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the one-page abstract, the resumes, 
the bibliography, or the letters of support. However, the recommended 
page limit does apply to all of the application narrative.

[[Page 41419]]

    6. Notice of Intent to Apply: The Department will be able to review 
grant applications more efficiently if we know the approximate number 
of applicants that intend to apply. Therefore, we strongly encourage 
each potential applicant to notify us of their intent to submit an 
application. To do so, please email the program contact person listed 
under FOR FURTHER INFORMATION CONTACT with the subject line ``Intent to 
Apply,'' and include the applicant's name and a contact person's name 
and email address. Applicants that do not submit a notice of intent to 
apply may still apply for funding; applicants that do submit a notice 
of intent to apply are not bound to apply or bound by the information 
provided.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from the NFP.
    The maximum possible score for addressing all selection criteria is 
100 points for Regional and Content Centers, and 125 points for the 
National Center. The maximum score for each criterion is included in 
parentheses following the title of the specific selection criterion. 
Each criterion also includes the factors that reviewers will consider 
in determining the extent to which an applicant meets the criterion.
    Priority 1--National Center Selection Criteria:
    (a) Approach to Capacity Building (Up to 35 points). In determining 
the overall quality of the approach to capacity building of the 
proposed project, the Secretary considers the following factors.
    (1) The extent to which the applicant demonstrates an exceptional 
approach to developing and delivering high-quality, useful, and 
relevant capacity-building services that are likely to achieve desired 
recipient outcomes, including targeted and universal capacity-building 
services that would be expected to assist SEAs, REAs, TEAs, LEAs, and 
Regional Center clients and recipients, including those who do not 
proactively request assistance, to address the activities described in 
the priority. (20 points)
    (2) The extent to which the proposed approach to capacity building 
provides strategies that address the technical assistance needs of 
State and local educational systems in key areas of identified need, as 
evidenced by in-depth knowledge and understanding of implementation 
challenges faced by States; evidence-based practices related to 
teaching, learning, and development; needs of schools designated for 
improvement; needs to improve core instruction; and emerging education 
topics of national importance. (15 points)
    (b) Quality of Project Design (Up to 50 points). In determining the 
quality of the project design of the proposed center for which the 
applicant is applying, the Secretary considers the following factors.
    (1) The extent to which the proposed performance management and 
evaluation system and processes demonstrate an exceptional approach to 
integrating continuous improvement processes and evaluation that will 
result in regular and ongoing improvement in the quality of the 
services provided and increase the likelihood that recipient outcomes 
are achieved. (10 points)
    (2) The extent to which the proposed stakeholder engagement system 
is likely to result in a high level of engagement with multiple 
potential beneficiaries or participants involved in or impacted by the 
proposed capacity-building activities to ensure that the proposed 
services reflect their needs, are relevant and useful, and reach the 
largest number of recipients possible. (10 points)
    (3) The extent to which the proposed personnel management system 
includes effective processes to enable hiring, developing, supervising, 
and retaining a team of subject matter and technical assistance 
experts, consultants, and professional staff, and ensure availability 
of appropriate expertise and staffing at a level sufficient to 
effectively execute the responsibilities of key personnel to achieve 
the goals of the project. (10 points)
    (4) The extent to which the proposed partnerships represent an 
intentional approach to collaboration that is likely to reduce client 
burden and to ensure that Federal resources are being used most 
efficiently and effectively to meet a variety of needs across federally 
funded providers. (5 points)
    (5) The extent to which the proposed project represents an 
exceptional management approach to coordination, collaboration, and 
communication of the complex work of the CCNetwork. (15 points)
    (c) Subject Matter and Technical Assistance Expertise (Up to 40 
points). In determining the subject matter and technical assistance 
expertise of key project personnel, the Secretary considers the extent 
to which the applicant encourages applications for employment from 
persons who are members of groups that have historically been 
underrepresented based on race, color, national origin, gender, age, or 
disability. (5 points)
    In addition, the Secretary considers the following factors.
    (1) The extent to which key project personnel demonstrate the 
required subject matter expertise and relevant knowledge, 
understanding, and experience in operating and administering State and 
local educational systems to effectively support recipients. (10 
points)
    (2) The extent to which the applicant has demonstrated exceptional 
technical assistance expertise in providing high-quality, timely, 
relevant, and useful technical assistance and capacity-building 
services to State and local educational systems. (10 points)
    (3) The extent to which the applicant has demonstrated the ability 
to develop new and ongoing partnerships with leading experts and 
organizations nationwide or regionally, as appropriate, that enhance 
its ability to provide high-quality technical assistance and subject-
matter expertise. (10 points)
    (4) The extent to which the applicant has demonstrated ability in 
operating a project of such scope. (5 points)
    Priority 2--Regional Centers Selection Criteria:
    (a) Approach to Capacity Building (Up to 35 points). In determining 
the overall quality of the approach to capacity building of the 
proposed project, the Secretary considers the following factors.
    (1) The extent to which the applicant demonstrates an exceptional 
approach to developing and delivering high-quality, useful, and 
relevant capacity-building services that are likely to achieve desired 
recipient outcomes, including intensive capacity services that would be 
expected to assist clients and recipients to address the activities 
described in the priority. (20 points)
    (2) The extent to which the proposed approach to capacity building 
provides strategies that address the technical assistance needs of 
State and local educational systems in key areas of identified need, as 
evidenced by in-depth knowledge and understanding of the specific 
educational goals and priorities of the States to be served by the 
applicant, including emerging priorities based on State-led reform 
efforts, and the applicable State and regional demographics, policy 
contexts, and other factors and their relevance to improving 
educational opportunities and outcomes, closing achievement gaps, and 
improving instruction. (15 points)
    (b) Quality of Project Design (Up to 35 points). In determining the 
quality of the project design of the proposed Center for which the 
applicant is applying, the

[[Page 41420]]

Secretary considers the following factors.
    (1) The extent to which the proposed performance management and 
evaluation system and processes demonstrate an exceptional approach to 
integrating continuous improvement processes and evaluation that will 
result in regular and ongoing improvement in the quality of the 
services provided and increase the likelihood that recipient outcomes 
are achieved. (10 points)
    (2) The extent to which the proposed stakeholder engagement system 
is likely to result in a high level of engagement with multiple 
potential beneficiaries or participants involved in or impacted by the 
proposed capacity-building activities to ensure that the proposed 
services reflect their needs, are delivered in a manner that is 
relevant and useful, and reach the largest number of recipients 
possible. (10 points)
    (3) The extent to which the proposed personnel management system 
includes effective processes to enable hiring, developing, supervising, 
and retaining a team of subject matter and technical assistance 
experts, consultants and professional staff, and ensure availability of 
appropriate expertise and staffing at a level sufficient to effectively 
execute the responsibilities of key personnel to achieve the goals of 
the project. (10 points)
    (4) The extent to which the proposed partnerships represent an 
intentional approach to collaboration that is likely to reduce client 
burden and to ensure that Federal resources are being used most 
efficiently and effectively to meet a variety of needs across federally 
funded providers. (5 points)
    (c) Subject Matter and Technical Assistance Expertise (Up to 30 
points). In determining the subject matter and technical assistance 
expertise of key project personnel, the Secretary considers the extent 
to which the applicant encourages applications for employment from 
persons who are members of groups that have historically been 
underrepresented based on race, color, national origin, gender, age, or 
disability. (5 points)
    In addition, the Secretary considers the following factors.
    (1) The extent to which key project personnel demonstrate the 
required subject matter expertise and relevant knowledge, 
understanding, and experience in operating and administering State and 
local educational systems to effectively support recipients. (10 
points)
    (2) The extent to which the applicant has demonstrated exceptional 
technical assistance expertise in providing high-quality, timely, 
relevant, and useful technical assistance and capacity-building 
services to State and local educational systems. (10 points)
    (3) The extent to which the applicant has demonstrated the ability 
to develop new and ongoing partnerships with leading experts and 
organizations nationwide or regionally, as appropriate, that enhance 
its ability to provide high-quality technical assistance and subject-
matter expertise. (5 points)
    Priority 3--Selection Criteria for Content Centers.
    (a) Approach to Capacity Building (Up to 35 points). In determining 
the overall quality of the approach to capacity building of the 
proposed project, the Secretary considers the following factors.
    (1) The extent to which the applicant demonstrates an exceptional 
approach to developing and delivering high-quality, useful, and 
relevant capacity-building services that are likely to achieve desired 
recipient outcomes, including targeted and universal capacity-building 
services that would be expected to assist clients and recipients, 
including those who do not proactively request assistance, to address 
activities described in the priority related to the designated content 
area. (20 points)
    (2) The extent to which the proposed approach to capacity building 
provides strategies that address the technical assistance needs of 
State and local educational systems in key areas of identified need, as 
evidenced by in-depth knowledge and understanding of State technical 
assistance needs and evidence-based practices related to the Content 
Center priority for which the applicant is applying. (15 points)
    (b) Quality of Project Design (Up to 35 points). In determining the 
quality of the project design of the proposed Center for which the 
applicant is applying, the Secretary considers the following factors.
    (1) The extent to which the proposed performance management and 
evaluation system and processes demonstrate an exceptional approach to 
integrating continuous improvement processes and evaluation that will 
result in regular and ongoing improvement in the quality of the 
services provided and increase the likelihood that recipient outcomes 
are achieved. (10 points)
    (2) The extent to which the proposed stakeholder engagement system 
is likely to result in a high level of engagement with multiple 
potential beneficiaries or participants involved in or impacted by the 
proposed capacity-building activities to ensure that the proposed 
services reflect their needs, are delivered in a manner that is 
relevant and useful, and reach the largest number of recipients 
possible. (10 points)
    (3) The extent to which the proposed personnel management system 
includes effective processes to enable hiring, developing, supervising, 
and retaining a team of subject matter and technical assistance 
experts, consultants and professional staff, and ensure availability of 
appropriate expertise and staffing at a level sufficient to effectively 
execute the responsibilities of key personnel to achieve the goals of 
the project. (10 points)
    (4) The extent to which the proposed partnerships represent an 
intentional approach to collaboration that is likely to reduce client 
burden and to ensure that Federal resources are being used most 
efficiently and effectively to meet a variety of needs across federally 
funded providers. (5 points)
    (c) Subject Matter and Technical Assistance Expertise (Up to 30 
points). In determining the subject matter and technical assistance 
expertise of key project personnel, the Secretary considers the extent 
to which the applicant encourages applications for employment from 
persons who are members of groups that have historically been 
underrepresented based on race, color, national origin, gender, age, or 
disability. (5 points)
    In addition, the Secretary considers the following factors.
    (1) The extent to which key project personnel demonstrate the 
required subject matter expertise and relevant knowledge, 
understanding, and experience in operating and administering State and 
local educational systems to effectively support recipients. (10 
points)
    (2) The extent to which the applicant has demonstrated exceptional 
technical assistance expertise in providing high-quality, timely, 
relevant, and useful technical assistance and capacity-building 
services to State and local educational systems. (10 points)
    (3) The extent to which the applicant has demonstrated the ability 
to develop new and ongoing partnerships with leading experts and 
organizations nationwide or regionally, as appropriate, that enhance 
its ability to provide high-quality technical assistance and subject-
matter expertise. (5 points)
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous

[[Page 41421]]

award, such as the applicant's use of funds, achievement of project 
objectives, and compliance with grant conditions. The Secretary may 
also consider whether the applicant failed to submit a timely 
performance report or submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    Additional factors we consider in selecting an application for an 
award are as follows:
    Geographic distribution: Under the ETAA (20 U.S.C. 9602 (a)(2)(A)), 
the Secretary must ensure that not less than one Comprehensive Center 
is established in each of the 10 geographic regions served by the 
Regional Educational Laboratories. The Secretary will consider the 
location of the proposed Regional Centers in the selection and 
negotiation of cooperative agreements to ensure that this requirement 
is met.
    Tiebreaker: If two or more applicants for any one Center receive 
the same total scores, the Secretary will select among the tied 
applications, as appropriate, according to the following factors:
    1. An application that scores higher on a selection criterion 
following this order will be ranked higher than an application with the 
same overall score: Quality of Project Design; Subject Matter and 
Technical Assistance Expertise; and the Approach to Capacity Building.
    2. If still tied after implementing the first tiebreaker, the 
applicant that is a new potential grantee (as measured by the 
Competitive Preference Priority) will be ranked higher than an 
application with the same overall score.
    3. If still tied after implementing the second tiebreaker, the 
applicant that has gone the longest without receiving a Comprehensive 
Centers grant will be ranked higher than an applicant with the same 
overall score.
    4. If still tied after implementing the third tiebreaker, an 
applicant that has not received the highest overall score in this 
competition for any other Center will be ranked higher than an 
applicant that has received the highest overall score in this 
competition for any other Center.
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this program the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions and, under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    4. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    5. In General: In accordance with the Office of Management and 
Budget's guidance, 2 CFR part 200, all applicable Federal laws, and 
relevant Executive guidance, the Department will review and consider 
applications for funding pursuant to this notice inviting applications 
in accordance with:
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115--232) (2 CFR 
200.216);
    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).

[[Page 41422]]

    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    Note: Consistent with 2 CFR 200.315(b) and other applicable law, 
the Department may make reports, deliverables, outputs, or materials 
produced by Comprehensive Centers publicly available. This may include 
requesting that the Comprehensive Centers disseminate reports, 
deliverables, outputs, or materials to a wide audience (e.g., through 
their websites, social media, or other public-facing channels).
    5. Performance Measures: For the purposes of reporting under 34 CFR 
75.110, the following measures established in the 2019 NFP will be used 
by the Department to evaluate the effectiveness of each Center, as well 
as the Comprehensive Centers Program as a whole:
    Measure 1: The extent to which Comprehensive Center clients are 
satisfied with the quality, usefulness, and relevance of services 
provided.
    Measure 2: The extent to which Comprehensive Centers provide 
services and products to a wide range of recipients.
    Measure 3: The extent to which Comprehensive Centers demonstrate 
that capacity-building services were implemented as intended.
    Measure 4: The extent to which Comprehensive Centers demonstrate 
recipient outcomes were met.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things, whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, whether 
the grantee has made substantial progress in achieving the performance 
targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register.You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. At this site, you can view this 
document, as well as all other documents of this Department published 
in the Federal Register, in text or Portable Document Format (PDF). To 
use PDF, you must have Adobe Acrobat Reader, which is available free at 
the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

Adam Schott,
Principal Deputy Assistant Secretary, Delegated the Authority to 
Perform the Functions and Duties of the Assistant Secretary, Office of 
Elementary and Secondary Education.
[FR Doc. 2024-09876 Filed 5-10-24; 8:45 am]
BILLING CODE 4000-01-P